

x^ctroit Public Schools 



Department of Instruction, 

Normal Trainingf and 

Research 



Suggestions for Teachers in 

Evening Elementary Schools 




PUBLISHED BY THE AUTHORITY OF THE 

BOARD OF EDUCATION 

CITY OF DETROIT 

19 2 



THESE Suggestions for Teachers in the 
Evening Elementary Schools were pre- 
pared by Nina J. Beglinger, Supervising In- 
structor, Detroit Teachers College, and copy- 
righted by her in 1920 for the City of Detroit. 



Detroit Public Schools 

Department of Instruction, 

Normal Training and 

Research 



Suggestions for Teachers in 

Evening Elementary Schools 




PUBLISHED BY THE AUTHORITY OF THE 

BOARD OF EDUCATION 

CITY OF DETROIT 
19 2 



■^ 



C1A598604 



SEP 1 \ 1920 



FOREWORD 

This booklet of suggestions is intended primarily for the use of 
those who teach adult foreigners in the Evening Elementary 
Schools of Detroit. To a certain extent they are the outgrowth of 
the work done in the Detroit schools during the year 1919-20, and 
have been made possible through the co-operation of the teachers 
and principals of the Evening Elementary Schools. However, the 
suggestions should prove of value to those who teach English to 
adult foreigners anywhere. 

The booklet contains a brief description of the aims, conditions, 
methods and material of, the work with adult foreigners. It pre- 
sents in concrete form information that will assist the teacher in 
making a wise choice of methods and material to meet the needs 
of the particular group for which he is responsible. 



PART I 

AIMS 

The specific aim of every teacher should be service . Through 
service she aims to free in the individual those latent forces that 
contribute to his development and augment his value to the com- 
munity. 

The immediate aim in teaching English to foreigners is utili- 
tarian. First, the pupil must become able in the shortest possible 
time to make his needs known in English. He must acquire a 
speaking knowledge of the language, with a mastery of reading 
contemporaneously or closely following. The ability of self- 
expression through writing will develop with the ability to read if 
the teaching unit is complete. There must be also a discerning 
choice in material. The content of the lessons must coincide with 
the social and economic need of the individual. 

The ultimate aim is to give the alien the English language as 
an avenue to thing's American. It is only through the medium of 
English that the foreign born can enter into a full understanding 
and appreciation of our institutions, be they political or social, edu- 
cational or cultural. The more advanced lessons should contain 
information that will give the pupil an understanding of, and re- 
spect for, the country that is to be his country by adoption. 

CLASSIFICATION 

A careful classification of pupils is of first importance. A 
teacher cannot do good work with a group made up of pupils in a 
dozen dift'erent degrees of advancement. 

Classes should be kept small enough to permit of a reasonable 
amount of individual instruction. The maximum enrollment for 
good work in a beginners' class should be twenty. The maximum 
in a more advanced class may be thirty. 

In forming classes certain unit groupings are advisable. A 
common basic need enables the teacher to select method and ma- 
terial to meet that need. A second point for consideration is the 
probable rate of advancement of the group as a unit. Even in 
most ca'refully selected classes, the individual pupils advance with 
widely varying degrees of rapidity. In classes where literates and 
illiterates are given the same instruction by the same methods, 
one or the other must suffer a grave injustice. Such situations 
must be provided for or guarded against. 

The general system of classification may be made from the as- 
sumption that the average adult will progress with double the 



rapidity of the child. In Detroit schools there are four general 
classifications to include those pupils below the ninth grade. They 
are divided as follows : 



F-I. 



(a) Illiterates (subdivided) 



(b) Literates (subdivided). 



1. English speaking 

2. Non-English speaking 

1. English speaking 

2. Non-English speaking 

F-II. Those meeting F-I. requirements for promotion (sec Part 
IV). 

F-II I. Those meeting F-II. requirements for promotion (see Part 
IV). 

F-IV. Those meeting F-III. requirements for promotion (see Part 

IV). 

Note: Subdivisions based upon age, sex, etc., may be made if conditions 
warrant. Good work can be done with a class consisting of two grades 
of advancement in case numl^ers will not permit of a unit classification. 

General Suggestions for Daily Program 

20 minutes oral work. 25 minutes reading, silent or oral. 

Conversation, greetings, etc., Texts, themes, signs, special 
and to develop theme. topics; 5 minutes to summarize. 

10 minutes phonic drill or physical exercises. 
15 minutes oral citizenship topics. 

Conversation to develop subject; theme forms. 
15 minutes writing, copy, dictation, filling blanks, etc., based 
upon foregoing topics or grammatical needs. 

5 minutes to summarize. 
Note: These suggestions refer to time divisions only. 

TEACHER PREPARATION 

No teacher is thoroughly effective until he is really acquainted 
with the pupil with whom he works. He should be able to discuss 
intelligently with him the problems of his homeland experiences. 
He should know what topics to avoid because of painful associa- 
tions. He should know what lies back of the man who says, "I 
am a Slovak. I come from upper Hungary." The teacher who 
knows something of the past of a foreigner's homeland, of its tra- 
ditions, its customs, its heroes and their ideals, wins his confidence 
at once. There is a common ground for the establishment of sym- 
pathy and understanding. The teacher is then able to open the 
avenue for the contribution to the community, of the hidden wealth 
of individual development brought to us from foreign shores. Add 



to this a masterful understanding of the pupil's problems of today 
and how to meet them and you have the means to establish a com- 
plete confidence. In the learning of English, as well as in its 
teaching, there will be a genuine satisfaction. 

As has been stated, even carefully classified groups will vary in 
the rate of progress of different pupils. Perhaps the most far- 
reaching cause of this difference is the student's previous experi- 
ences and development or the limitations along these lines. 

Two teachers with precisely the same training as to methods, 
teaching like material to groups of the same classification, may 
differ greatly as to the rapidity with which their groups advance. 
The reason for retardation may usually be traced to one of two 
things — the teacher who fails may have selected a method unsuited 
to meet the needs of the group or she may not have made specific 
preparation in order to realize her aim in development and solu- 
tion of the problem. 

METHODS 

The adult alien in our schools has been treated like a child. 
Children's methods have been used in his instruction. Such 
methods are frequently at variance wtih the situation to be met. 
There must be a definite recognition of the fact that one is dealing 
with adults and not with children. 

The adult has developed certain elements in his character that 
the child does not possess. The child is naturally a destructive 
individual. His education, if it is to be worth while, must consist 
of various experiences that will develop him from a destructive 
being to a constructive one. He must develop habits of self-con- 
trol, self-direction and the power to estimate his own effective- 
ness. The adult comes to us with these attributes developed. His 
constructive ability is mature. He reasons, he measures, he passes 
judgment. He may know but little of the technique of method, 
but when applied to his own problems he is a very critical judge 
of its effectiveness. He will work on any problem that will pro- 
duce results in harmony with his needs. 

There are many avenues to the human mind. The ear, the eye 
and the hand are the most important. Transmitted oral ideas are 
received through the avenue of the ear and reproduced orally 
through the organs of speech. Printed words are usually trans- 
mitted through the avenue of the eye and may be reproduced by 
both organs of speech and hands. In the mastery of a language, 
the proper use of the various avenues and their relative importance 
to the realization of an immediate aim should be clearly understood. 

In teaching any subject, memory work should be reduced to a 
minimum. Facts that must be memorized (sounds and their sym- 
bols, elements, prefixes, suffixes, etc.) must be so related to con- 
crete situations that these shall form a basis for their recall. 

DRAMATIZATION AND OBJECT METHODS 
(Direct) 

In teaching those who speak no English whatever, the direct 
method should be emphasized. The pupil should think the word 
when he sees the object or sees the action. The intermediate step 



of translation should be avoided. At first the teacher may not feel 
able to get results by this method because the adult foreigner is 
usually secure in the belief that he must depend upon a transla- 
tion. When the pupil is convinced that the better w^ay is to learn 
to think in English, he will come in time to eliminate the waste in 
mental translation. 

The psychological unit in the mastery of the language is the 
sentence. Words incorporated in complete units of thought form 
a basis of interest. Themes should have the element of sequence 
in time or information. 

Dr. Goldberger, in his "How to Teach English to Foreigners," 
has developed the idea of the unit of the sentence in his discussion 
of the Guoin or Theme Method. In the presentation of the theme 
dramatization plays an important part. Objects, pictures (wisely 
chosen), and dramatization must have a definite place as devices 
in working with those who are acquiring a vocabulary. He says : 
"The verb is the living center around which, in the phrase, gavi- 
tate all nouns, whether subject or complement, with all their train 
of prepositions and adjectives." Verbs easily dramatized should 
be selected for early lessons, as, even with that advantage, the 
teacher will find his pathway obstructed by dil^culties. 

Authorities diiifer as to the sequence in which the various ele- 
ments of the sentence are to be presented. The majority favor the 
presentation of the verb first, claiming that it automatically con- 
nects with it the subject and predicate. In over a hundred test 
cases the group has reacted to and retained the language of the 
sentence in less time and with better results when the subject and 
the complement were mastered first by the direct method and then 
connected or united in the complete thought by the dramatization 
of the verb. Either method should give satisfactory results if 
properly handled, and the choice may be left to the teacher. 

Gouin defines a theme as "A general act defined by a series of 
•particular acts." Using his concept of a theme, the first step to- 
wards the development of a theme will be the selection of a prac- 
tical situation about which to build. The second point for con- 
sideration is the choice in language to be employed. Other points 
are the length of the theme, its sequence in time, or cause and 
effect, and the details of presentation. The wise teacher will use 
language that can be concretely applied, verbs easily dramatized 
and sentences having a clearly defined sequence. A theme for be- 
ginners should have no more than six to eight short sentences. 
First sentences should contain no clauses and the use of phrases 
should be limited. The following is an example of a theme taught 
in one of the Detroit schools : 

I put on my coat. 

I put on my hat. 

I pick up my book, 

I go to the door, 

I open the door. 

I say, "I am going to school." 

Note; Words were demonstrated in connection with objects, verbs were 



dramatized and in each case the verb was made clear by several demonstra- 
tions. In the case of open, the books were opened, the windows were 
opened as well as the door. 

The steps in the presentation were as follows : 



Teacher 

1. Shows object or picture 

or 
Dramatizes. 

2. Says the word. 



Pupil 

1. Sees and comprehends. 



3. Repeats the word. 



4. Writes and reads aloud. 



2. Hears. 
Understands. 
Reproduces. 

3. Repeats in unison. 
Repeats individually. 

4. Repeats as written. 

5. Copies. Reads from copy. 

At this stage in the experience of the pupil, the teacher's main 
endeavor should be directed toward building up a vocabulary. 

The oral work is carried far beyond the material used in the 
theme proper. In conversational work, the pronouns are changed, 
using those of first, second and third person. Verb forms to cor- 
respond with person and number are involved and a brief drill in 
tense may be given. Remember, however, the aim is to develop 
conversational ability and not grammar as a science. No great 
stress is placed upon free dictation in writing at this time. De- 
velop orally such sentences as "I put on my coat," "You put on 
your coat," "He puts on his coat," etc. Drill on present and past 
tenses. 



I put 
You put 
He puts 
I open 
You open 
He opens 



Present Tense 
We put 
You put 
They put 
We open 
You open 
They open 



I put 
You put 
He put 
I opened 
You opened 
He opened 



Past Tense 

We put 
You put 
They put 
We opened 
You opened 
They opened 



Remember that the specific aim in using this method is to de- 
velop conversational ability. Lead through to personal experiences, 
to dramatizations, etc., as the work progresses. A vocabulary 
cannot be developed save through the laws of growth, stimulated 
by constant use. Each evening the conversation should include the 
vocabulary of the preceding lessons until fluency is attained. Re- 
member also that this method ceases to be useful when the pupil 
can speak English. 

Note: The value of the material taught depends upon the extent to which 
it meets the present needs of the pupil. 



METHODS FOR PRESENTING MATERIAL FOR A SPEAK- 
ING VOCABULARY 
(To be used with pupils who speak no English.) 

[Pictures 
Objective language {Objects 

[Dramatization 
Subjective language Conversational repetition with proper ap- 
plications 
Figurative language Comparisons, substitutions. 

METHODS FOR PRESENTING MATERIAL FOR READING 

AND WRITING 

(To be used with pupils who speak some English.) 

Direct constructive method (applies to objective, subjective and 
figurative language). 

Note: All devices used in Guoin Method may be used to enrich the 
vocabulary. 

THE DIRECT CONSTRUCTIVE METHOD 

The constructive method is based upon the concept of the lan- 
guage as a unit having iutits construction certain elements whose 
recognition will prove instrumental to a mastery of the whole. 

The adult has developed certain elements in his character that 
form a basic foundation upon which future construction in educa- 
tion may be erected. . Together with his general experiences he 
has developed in himself the so-called constructive ability. (Note 
his economic value.) He can and will work on projects that are 
directly constructive. He wants to see an immediate application 
of his newly acquired knowledge. He will therefore work on drill 
projects that produce results. He measures his own advancement 
by the results secured, and he will not spend his evenings for any 
length of time where he notes no progress. The direct construc- 
tive method is designed to meet this particular situation. 

The drills consist of a series of exercises, each based upon a 
general rule in the elements of the English language. The final 
unit differs from the preceding units in that it aims to cover the 
most troublesome exceptions to the general rules. In the tabula- 
tion of the main elements in the construction of the English lan- 
guage there is no intention of giving them as teaching units. They 
are arranged as units so that the teacher may include in his teach- 
ing the most important elements. 

As soon as the first drills are mastered the theme material should 
be given freely. The teacher may construct themes based upon 
the reading vocabulary taught. All words in the language coming 
under the particular constructural class of words drilled upon may 
be introduced without drill. 

Note: Do not teach useless words. Make sure that your class knows the 
meaning of words taught. Do not ask for definitions. Ask for illustrative 
sentences. 



Elements for drill include the following : 
(Sample drill lessons based upon these units are to be had upon 
application.) 

I. Sounds of selected consonants and families. 

II. Names of vowels and how to recognize the sounds of same 
from the use. 

1. Single consonant following a single vowel. 

2. Double vowel or two vowels together. 

3. Effect of terminal e. 

III. Digraphs, trigraphs and diphthongs. 

IV. Suffixes and prefixes. 
V. Exceptions. 

Material in lessons taught should be so planned as to cover appli- 
cations of drill material. Content should not sacrifice material to 
method, however. In the first few lessons the reading material is 
planned' to serve as a test of the mastery of the drill material. A 
lesson and the method for presenting the drill and following it by 
the reading test for application follows : It is aimed to cover a 
part of the material classified as unit one. 

Unit I. 

Lesson I. 

Drill Material. 

c an the 

m all me 

you 

I 

Test for Recognition. 

I 

I can call you. 
You can call me. 
The man can call you. 
The man can call me. 
I can call the man. 
You can call the man. 

II 

The man can call me. 
You can call the man. 
I can call the man. 
' I can call you. 

The m^n can call you, 

METHODS OF PRESENTATION 

Certain elements in construction must be given to the pupil. 
The motivation of this work is already established in the known 
desire evidenced by his presence. The work of the teacher is to 
direct his attention to the things that be must know in order to 

10 



accomplish his object. Test sentences may be placed upon the 
board at the beginning of the drill period. When ready to begin 
the work, the teacher may ask for volunteers to read the sentences, 
thus setting a standard if there is a pupil present who can read it 
well. . Class members who cannot read it well will see their possi- 
bilities for improvement. 

1. The teacher then presents the lesson step by step, some- 
what as follows : 

"In order to recognize the sound of a letter you must know its 
sound — the names of letters are often unlike the sound of the letters 
in a word. As soon as you have mastered the sounds, much of 
your difficulty in reading will be overcome. 

"The first sound you will need to learn is this" — (teacher gives 
the hard sound of c).. "Try it. I will help you and you may help 
each other." Repeat sound until mastered. 

2. The teacher should write c on the board and say, "This letter 
is the letter whose sound you have given. Sound it again. Write 
it and sound it." 

Note: The pupil has used ear, organs of speech, eye and hand. No drill 
is complete unless it has included the complete unit of self-activity. By 
this method the pupil has acquired command over the items of drill by the 
chief avenues of recall. 

3. Repeat the process with m. 

4. Encourage self-drill and alternate sounds of hard c and m. 

5. Teach "an" as a unit. (Same as above.) 

6. Sounds and symbols already mastered should be alternated 
with new unit. 

7. Develop "all" in the same way. 

The teacher should watch closely for evidences of inaccuracy — 
hesitation, etc., on the part of pupils, but without manifesting 
undue criticism. Her work should be so conducted that the pupil 
begins to feel a sense of mastery. It is in this psychological reac- 
tion that the student finds the incentive to persist. 

Note: When the work reaches this point the teacher is ready to test her 
pupils for recognition of elements in actual words. The pupil who cannot 
recognize the new words from known elements demonstrates to the teacher 
that the drill work needs repeating. Remember that only through the 
pupils' self-activity are the avenues for recall established and only through 
recall can elements be applied. 

8. The teacher writes the world "call" on the board and as 
a test of power, challenges the class to read it. 

Note: The wise teacher will not make the error of offering assistance or 
of being over critical at this point. Create a climax to the sense of mastery 
by praise. The correcting of any imperfection may be done by incidental 
(and seemingly accidental) repetition of the word. 

9. Student writes the word "call." 

10. Introduce the word "can" in similar fashion. Follow by 
drill and the writing by pupil. 

11. Present "man" in the same way. 

11 



'me," "you' 



and 



12. Drill on writing words from dictation. 

13. Teacher now presents the words "the," 
"I" as units. 

14. The class now returns to the test theme and reads as a test 
of gains in the lesson. 

15. Teacher presents rearranged theme (No. II) based upon 
the vocabulary of the drill lesson. 

16. Pupils read the theme. 

17. Pupils write new theme upon dictation. 

Unit I 

Lesson II 

A second drill exercise is given that the teacher may see the 
sequence in material and its supplementary value to preceding 
drills. 



c 
m 
an 
all 



Review. 


New Material. 


I t 


to 


you d 


is 


the r 


am 


me h 


are 




friends 




boy 




get 




has 


Test fot Recognition 




I 




Dan is a tall man. 




Dan ran to meet me. 




Dan and I are friends. 




I am your friend. 


— 


You can be my friend. 




II 





The tall boy has a ball in his hand. 

The man calls. 

The boy lets the ball fall. 

The boys will get the ball. 

The boys are the tall boy's friends. 

I am the boy's (boys') friend. 

Grammatical 

(Teach use of apostrophe in "boy's," "boys' ") 

I call We call ; 

You call You call 

He calls They call 

Note: See suggestions for presenting Lesson I. Proceed from review 
to new material. Proceed step by step as in Lesson L Haste tends to 
confusion. Remember that in memory work each concept must be clear, 
whether it be a sound, a word, or a sentence- 



12 



Note: It is not planned to attempt to master a drill lesson at a single 
period. The time required will vary in groups as well as with individuals 
of the same group. Thoroughness is not to be sacrificed to a time limit. 

Note how sounds taught are fitted in and recognized by pupils. It is 
not necessary to include "and" in the word drills. It has been mastered 
in the mastery of "an" and "d." You will begin to note the application of 
sounds learned in word drill. If the word "is" has been taught and the 
sound of "h" is known, the word "his" will be recognized at sight. At this 
stage in the pupil's development the words "tan, hand, ran, disk, ham, 
dash, hash, etc.," may be inserted in the reading at any time and will need 
no special drill. The teacher must make certain that they are understood 
and if pupils are slovenly in enunciation attention must be called to a more 
careful observation of the word. 







Lesson III 


. Leading to Unit II 






Review. 








New Material. 




c 


the 






1 


at 


hurt 


soon 


m 


you 






s 


it 


doctor 


come 


t all 


I 






f 


et 


pipe 


dress 


d an 


in 






n 


ot 


burn 


that 


r 


am 






k 


ut 


great 


must 


h 


to 
are 






ck 


ell 
ill 


pain 


careful 




friends 














has 
















boy 
















get 




















Test for 


Recognition 














Theme I 







The tall man is hurt. 

He calls for a doctor. 

The man has burned his hand. 

He fell on a hot pipe. 

He is in pain. He cannot keep still. 

Soon the doctor will come. 

He will dress the burn. 

The doctor will tell the man that he must be more careful. 

Theme II 

Dan, will you call the doctor? 

The tall man is at the hut. He needs the doctor. 

The man is on the cot. 

He was burned on a hot pipe. 

The doctor will dress the burn carefully. 

If the man is carefid he will soon be well. 

Grammatical 

(Call attention to terminal marks used in declarative and inter- 
rogative sentences.) 



13 



Present Time (Tense) Past Time (Tense) 

I call We call I called We called 

You call You call You called You called 

He calls They call He called They called 

Future Time (Tense) 

I shall call We shall call 

You will call You will call 

He will call They will call 

Note: Note the rapidity of advance and the enormous amount of material 
that is within the Rrasp of the pupil at the conclusion of Lesson III. A 
few of the new words that he will be able to recognize without assistance 

Themes in teaching English may have as a secondary aim the 
are cat, rat, mat, fat, sat, met, let, set, net, sit, fit, mitten, cot, tot, rot, lot, 
not, hot, cut, nut, hut, rut, cell, tell, dell, sell, fell, Nell, mill, till, dill, rill, hill, 
Lill, sill, fill, kill, call, tall, hall, fall, can, man, tan, Dan, ran, sand, fan, hand, 
and, can't, fans, sits, and fain, rain, main, drain, and there are hosts of others. 
Any of these words may be used in the themes and will need no special 
drill. 

The device of having pupils give sentences containing the new words will 
cover two aims. First, the specific aim to ascertain the fact that the words 
are understood, and the secondary aim of developing fluency in oral ex- 
pression. 

DEVICES FOR SECURING ORAL FLUENCY . 

Silent Reading 

Oral reading may be mere word calling. Through silent reading 
and oral explanations one may test reading. In foreign classes the 
device becomes doubly valuable as a means of acquiring a fluent 
oral English. Silent reading has its place in every class but as the 
pupils advance to F-III and F-IV the time given to silent reading 
exercises should increase. 

It is only in F-I and F-II that the reading and speaking vocabu- 
lary will anywhere nearly coincide. In F-III and F-IV devices that 
will assist the pupil to speak as fluently as he reads are not only a 
help but an absolute necessity. Oral reports — the relating of ex- 
periences, descriptions and debates, are a few of the devices that 
will be of use in this work. 

Use of Dictionary 

The foreign adult will scarcely need be taught the use of the 
dictionary. Ascertain if such need exists and in those cases demon- 
strate its use. It will be found that in beginners' classes our dic- 
tionaries are of little use because the definitions are harder to 
master than the word itself. In beginners' classes the teacher and 
class should work out the meanings of new words together. Direct 
method (from object or action to word) should be emphasized in 
teacher and class activity. 



14 



PART II. 

GENERAL SUGGESTIONS FOR COURSE STUDY 
WRITTEN WORK 
All written work should develop along logical lines towards inde- 
pendent expression in writing. 

Suggestions for the developing of writing ability are as follows: 

1. Writing a letter upon hearing its sound. Writing phonic 
words. 

2. Copying sentences (limited to period when illiterates are 
learning to write.) 

3. Copying sentences filling in verbs. 

4. Copying sentences, filling in verbs and other words. 

5. Writing dictated sentences. 

6. Writing answers to questions. 

7. Writing introductory sentences. 

8. Writing short paragraphs. 

9. Writing letters. 

10. Banking forms, bills, receipts, etc. 

Note: Throughout the written work attention to punctuation, capitaliza- 
tion, abbreviations must be given as needs arises. 

F-I 

A pupil completing F-1 should recognize the kinds of sentences 
and the proper terminal mark for each. He should know the use 
of quotation marks, apostrophe and comma. He should know 
where to use capitals and the abbreviations most commonly met 
with. (See suggested material page.) 

All exercises in spelling should contribute to development in 
writing. 

F-II 

The written work in F-II should be correlated with any subject 
taught for information. Give attention to and development of 
further knowledge of punctuation, capitals,, abbreviations, etc. 
Introductory sentences and paragraphs should receive attention 
and work in filing forms should begin. The letter form should 
receive attentiori as soon as the logical preliminary work has been 
mastered. 

F-III 

In F-III the pupil should work on the construction of the para- 
graph and work should continue and extend to description, narra- 
tive and exposition. Letter writing should be developed and should 
cover business and social needs. (For suggested topics, see 
page ??.) p_j^ 

Writing in F-IV will find its place in the various subjects 
taught. It need no longer be an aim in itself. 

Note: It is suggested that the Ayers Writing Scale be used as an in- 
centive to care where pupils have not acquired an established grade of pen- 
manship. (This applies to illiterates partici^larly.) 

IS 



SPELLING 

The work in spelling should be covered in the writing period. 
To make sure that the quality of the spelling work is not being 
sacrificed to writing, it is recommended that the new Tentative 
Course of Study in Spelling be followed. Spelling in the Evening 
Elementary Schools should not be limited to these lists but they 
should form a minimum of material for spelling. Grades I and II 
may be considered an equivalent for F-I, etc. 

Work in spelling must not be made a purely mechanical matter. 
Read carefully the suggestions to teachers contained in the course 
recommended and select those devices that you think will prove 
most effective in your group. All tests may be given as writing 
exercises. 

GRAMMAR 

Much of the work given below is covered under the plans for 
written work. Because of the limited amount of time for the teach- 
ing of the various subjects they should be correlated as often as is 
possible. 

F-I 

No grammar, as such, need be given in F-I. The work in Eng- 
lish should cover an acquaintance with the kinds of sentences ac- 
cording to use and the correct punctuation of same. It should 
include the correct use of capitals and the past, present and future 
tense forms of verbs used in themes. Attention must be given to 
the correct use of pronouns. Right habits are of more importance 
than analytical skill. 

F-II 

Continue work of F-I. Work with the sentence will now include 
recognition of its principal parts (subject and predicate) and much 
drill with verbs, using such devices as filling blanks in sentences, 
changing the form or tense of given sentences, etc. The work 
should be confined at this time to tenses of indicative and impera- 
tive moods. Continue drill work with pronouns. 

F-III 

Work in F-III should incliade a recognition of the common uses 
of nouns and pronouns, phrases and clauses and kinds of sentences 
based upon structure. 

Note: Bear in mind that grammar should not be taught as a science but 
as a means to an end. The chief value of a knowledge of grammar is to 
enable a student to detect and correct his own errors. 

F-IV 
F-IV work includes a general review of grammar stressing 
letter-writing, (see page 24) and composition and the study of well 
written selections of literature. The work in F-IV should be aimed 
to give a practical use of English and to establish good habits in 
English. 

ARITHMETIC 

The teaching of arithmetic in classes of adults presents a many- 
sided problem. Pupils classified on the basis of English may have 
no common ground from which to make a uniform advancement in 
arithmetic. A few suggestions as to how to meet some of the 
immediate difficulties may simplify the problem. 

16 



Pupils enrolled in a unit (say, F-I) will be expected to have 
attained to a certain standard of knowledge and skill at the com- 
pletion of the work of that unit. Upon testing, all those who show 
that they have the required skill may be released at once from 
taking arithmetic and may spend that perrod on English. Those 
who have mastered a part of the required work may enter the 
arithmetic division when it has reached the grade of work in which 
they are deficient. 

When tests show a sufBcient skill in the work required for that 
unit the work may be discontinued as a part of the regular program 
and given only as an occasional drill or as a part in lessons taught 
for information. 

Suggestions for required ability in arithmetic in the various units 
are as follows : 

F-I 

Addition, subtraction, multiplication, division. 
Practical problems involving the application of addition, sub- 
traction, multiplication and division. 

Note: Use in connection with the above work the drill cards to be secured 
upon application to your principal. 

F-II 

United States money. , 

Bills 

Receipts [savings 

Banking — Deposits < commercial accounts 
[transfers of 

Bank Statements (how to read). 
Check Books (how to balance). 

How to send money to people at a distance (at least two means). 
Simple denominate numbers not involving fractions but involv- 
ing reduction to higher and lower terms. 
Practical application in problems. 

F-III 
Factoring. 
Fractions, processes, business application. 

Note: Do not use impractical problems. For example, inches are not 
usually divided beyond thirty-seconds, pints to half-pints, pounds to halves 
and fourths, etc. 

Fractional relations. 
Decimals. 

F-IV 

Denominate numbers (review F-II), teach reductions involving 
fractions. 

Practical measurem,ents. 

-p . |decimals 

[fractional relations 

17 



Teach percentag-e. 

Review banking forms. 

Teach notes and partial payments. 

Supplementary 

Ratio and proportion. 
The right triangle. 
Powers and roots. 
Mensuration. 

Note: The application of arithmetical problems should depend upon the 
problems and needs of the individual members of the class. This will in- 
volve assignments for outside work, but it is important that the pupil re- 
ceive the specific information that will apply on his present needs. 

Note: In case members desire technical arithmetic to supplement prac- 
tical arithmetic, the work may be given as suggested above. 

GEOGRAPHY AND HISTORY 

Geography finds its place in the evening school in its correlation 
with history and other subjects. In the teaching of local civics, 
both history and geography have a definite place. The civics of 
today is the outgrowth of the history of yesterday and the geog- 
raphy of the areas that contribute to the present development of the 
city cannot be ignored. They are a definite factor in the problem. 

The time and place for acquiring knowledge of local affairs is 
determined by the needs of the individual. The earlier such in- 
formation reaches the foreigner, the more easily can he adjust him- 
self to his new environment. 

F-I 

introduction to future experiences in the work in civics. No at- 
tempt should be made in F-I to make the teaching of geography 
or history an immediate aim. 

F-II 

The study of local geography and history should be completed 
in F-II. (See "Civics," page 25.) The topics as suggested in the 
following outline for correlations should be developed. 

Note: The unit arrangement is merely to show correlation and not in- 
tended as a teaching order. 

Unit I 

Discovery Period. 

(Incidental world geography.) 

Unit II 

Exploration Period. 

(General geography of Western Hemisphere.) 

Unit III 

Settlement and Colonial Period. 

(General geography of eastern United States.) 

18 



Unit IV 

French and Indian War Period. 
(Geography of area involved.) 
Teaching- points other than aims of nations or leaders. 

1. Unity of colonial aims. 

2. Fusing of population to homogenous group, conscious of 
common interests, their own strength and their ability to solve 
their own problems. 

Unit V 

Revolutionary War Period. 

Causes to include taxation without representation, intrusion 
upon private rights, unjust assignment of newly acquired terri- 
tory to Quebec. 

Teach war by its heroes under classifications : 

1. Statesmen. 

2. Military leaders. 

3. Foreign volunteers. 

Unit VI 

Evolution of a government. 

Teaching points other than actual events : 

1. Date of Declaration of Independence. 

2. Date of establishing working form of government. 
Question: If it took nearly thirteen years to establish a stable govern- 
ment in a united country, how long would it require in a divided country? 

F-III 
General review of units outlined for F-II. Subjects completed. 

Unit VII 

Period of Expansion : 1803-1867. 

(Geography of southern and western United States.) 

Florida (from whom, how acquired, extent, area). 

Louisiana Purchase, Texas. 

Mexican Territory. 

Gadsen Purchase. 

Oregon Territory. 

Alaska. 
Suggestion: Make comparison of value of Louisiana Territory with a 
county in Michigan. Three downtown blocks in this city. 

Unit VIII 

Pre-Civil War Period. 

Secession cause of Civil War. 

Problems leading to break, trade, industrial, slavery, and other 
questions. 

Unit IX 
(If interest and class are suitable a general survey of Civil War 
from the point of view of campaign plans may be made. This 

19 



should not be attempted except where teacher and class have the 
common interest and understanding of this brought out as a study 
of heroes.) 

Note: Unit IX may be omitted. 

Unit X 
Period of Reconstruction Following the Civil War. 

Deal with from an industrial and political viewpoint but stress 
the former. 

Unit XI 

Show Part of United States in War With Spain. (Protectorate 
for freedom.) 

New territory under protection of United States. 
Panama Canal. 
Part in World War. 

CIVICS 

F-I 

The teaching of civics in F-I should be purely incidental and 
may occur in themes about city departments. The work should 
be a foundation for subsequent teaching of local civics. In F-I the 
immediate aim in all work is to develop a knowledge of English — 
civics has its place in the material used for this purpose. 

F-II 

Classes in the F-II group will complete the study of local civics 
with its correlations of local geography and local history. (See 
suggestions for material on pages 25 and 26.) 

F-III 

A general understanding of the United States Constitution and 
aims, both from the citizenship and governmental standpoints 
should be gained in F-III. (See suggestions for supplementary 
material, pages 26-27.) 

F-IV 
The work in F-IV should include a general review of local and 
United States government and a survey of the machinery of state 
government taught through concrete experiences. 



PART III. 

GENERAL SUGGESTIONS FOR MATERIAL^ 
Homonymis 
There are about three hundred homonyms. Teach them as they 
present themselves in relation to other material. 

Synonyms 
Synonyms are taught in various ways. In advanced classes the 
dictionary has its definite place in the work. In less advanced 
groups teach by illustration in sentences. These should be dealt 
with as they are met with in other work. 

20 



Prefixes and Suffixes 



ed 


ish 


en 


ad 


ing 


ize 


un 




ly 


less 


im 


under, over 


er 


ness 


sub 


ante 


est 


ist 


re 


super 


ess 


tion 


pre 


pro 


able, ible 


some 


post 


semi 


ary 


ate 


de 


co-con-co 


ine 


ant 


inter 


bi 

in, il, ig, iui 



Note: In teaching "ed" show that it becomes a separate syllable after 
the sound of "d" or "t" as in "want-wanted," and it becomes a part of the 
word in its pronunciation when no "d" or "t" prevents, as in "play-played." 

Develop spelling of the "ing" words in connection with Unit 11 drill 
lessons. Such rules should be demonstrated as: Words ending in silent 
"e," drop the "e" in adding "ing." (Complete unit.) 

SUGGESTED TOPICS FOR THEMES 

Choose those suited to the needs of your class. 
(To be developed according to capacity and needs of individual 
groups.) 

Going to work \ (idea of bath morning or evening) 

Coming home / 

Going to school 

Getting ready for a meal 

To eat a meal at home 

To eat a meal at a restaurant 

To invite a guest to eat a meal 

To introduce a friend 

To inquire the way 

To direct a stranger 

To look for a room ] 

To rent a house \ writing of advertisements 

To rent an apartment J 

To pay rent (Pay by check or get a receipt) 

To write a letter 

To register a letter 

To buy a postal money order 

To use a telephone 

To send a telegram 

To send a cablegram 

To visit the library 

To visit the museum 

To visit an art museum 

To spend a holiday 

To go to a doctor 

To go to a clinic 

To go to a hospital 

21 



To travel ' to buy a ticket 

to check baggage 
savings account 

To bank \ commercial account 

I to transfer an account 

Reading price signs ; i.e., 2 for 7c, etc. 

Reading printed signs on cars, in theaters, factories, and streets 

Memorizing slogans 

railroad ticket 
reser\TLng — berth, etc. 

Bu\-ing \ ticket to theater, reser^-ing seat 

[ordering a tailored suit — goods, style, fit, etc. 
[ordinary'- shopping 

[in a building 
Asking one ' s way or getting information from on street 

signs — where found, etc Un car 

in department store 
at a railroad terminal 
[raise in salary 
a position 

Apphing for (oral) ] a day ofE 

a week's vacation 

a change in position or department 



fby mail 
[sending it [b}^ telegraph 
Money \ 

[banking it [sa\dngs 



I commercial — checking on commercial account 
(See Arithmetic) [transfer sa^-ings — calling for statements, etc. 

[industrial 
I industrial 

Insurance — Kinds of PoHcy (Life) ^j accident 

j 10 pay life endowment 
[20 pav life endowment 
( fire r 

Insurance i [transfer of policy 

I traveler's] 

[to hunt (vacation) 

Getting a license ^ to peddle 

[to marry, etc. 



HYGIENE TOPICS 

[necessity for rest 
I necessity for exercise 

General • necessity for wholesome food 

necessity for sleep 
necessity for recreation 

Ventilation day — night 

[time for 

Baths -jkind of 

[value of 

22 



flung structure- 
value of 



-use 



Clothing 



Going to a dispensary- 
Teeth 



<jair 

(as an exercise 

Deep breathing \ 

Skin as a factor in eliminating waste 

fkinds of underwear to suit season 
■ goods best for outside wear 

cleanliness 

fit of — care of 

-dental clinic or doctor 

care of 

kind of fillings 

crowning 

bridge-work, etc. 

cleanliness 

nails 

corns 

fit of shoes and hose 

contagious diseases 

refuse (in tuberculosis, scarlet fever, typhoid 

in garbage 

vaccination 

noticing traffic 

noting traffic signals 

observing rules of the road 

crossing car tracks 

fire prevention 



Care of feet 



Precautions in 



Prevention of 
accidents . . . 



LITERATURE LIST 

Conspiracy of Pontiac. 

The White Feather. 

The Man Without a Country. Hale. 

I Hear America Singing. Whitman. 

Pioneers ! O, Pioneers ! Whitman. 

O, Captain ! My Captain ! 

Hushed Be the Camps Today. 

Indian Stories. Newell. 

Death of Benedict Arnold. Read. 

Daniel Boone. 

Travels at Home. Twain. 

Lincoln's Speeches. 

This Dust Was Once the Man. 

Julius Ceaser. Shakespeare. 

Life and Song. Lanier. 

Flower in a Crannied Wall. Tennyson. 

Columbus. Joaquin Miller. 

The Chambered Nautilus. Holmes. 

Trees Collected Poems. Joyce Kilmer. 

"Trees" and Other Poemt 
New Poetry: Anthology (page 150). 



23 



A Psalm of Life. Longfellow. 

Old Ironsides. Holmes. 

Work. (Collected poems.) Henry Van Dyke. 

The Recessional. Kipling. 

The Day Is Done. Longfellow. 

SUGGESTIONS FOR WRITTEN WORK 

Copy sentences. 
Copy sentences, filling blanks. 
Sentences written from dictation. 
Written answers to definite questions. 

Note: Lead from simple questions as: 

What do we do with a knife? 
What is bread for? 
What do we do with ink? 
What thing do you see that is round? 
What thing do you see that is blue? 
(Enlarge upon above.) 

Composition of the sentence continued to the paragraph — teach 
the paragraph. Write advertisements, etc. 
Teach what an introductory paragraph is. 
Teach addressing envelopes (return address included). 
Orders for goods. 

Reporting shortages on goods received, etc. 
Inquiry regarding joining of a society. 

(Heading) 

Detroit, Michigan. 

(Date) Oct. 1, 1919. 
(Address) 

Name 

Place 

Salutation. 

Introductory paragraph. 

Body N 

Closing 

Write letters of 

[a position 

Application \ better pay 

transfer in department 

^membership in lodge, etc. 

I cost of goods — books — lodging 
Inquiry \ catalog 

I interpretation — Workmen's Compensation Law 

[work of in school 

Excuse. 

24 



Excuses. 



Letter reporting. 



Letters of 
Complaint 



absence from school 

absence from work 

regrets (informal) 

failure to do certain work or 

to keep a promise 

sickness 

loss 

accident (to Compensation Bureau or Ins. Co.) 

fire (to Insurance Company) 

garbage 

dark streets 

dark hall-ways 

overcharges 

to landlord 

to foreman 

to Board of Health 

to policeman 



GENERAL SUGGESTIONS FOR HISTORY 

All history should be taught as explanations of present develop- 
ments or problems. The problem is in the present — its explanation 
In the past — its solution in the future. 

The following topics are mentioned as interesting material from 
which may be selected topics that will be of special interest to the 
group involved : 

Note: Use maps in all history classes. 

Comparison of present immigration to past — apply to periods: 

1620—1776 

1776—1850 

1850—1890 

1890—1914 

1918— date 
Agricultural Growth 
Industrial Growth 
Territorial Growth 
Commercial Advance 
Educational Advance 

[literature 
Cultural Development \ fine arts 

I music 

[industrial art 
Effect of each upon population and government. 

CIVICS 

Begin study of Detroit by using map of city. 
I. Teaching reading to scale — directions 

Call attention to diagonal streets: Fort, Michigan, Grand 
River, Woodward, Gratiot and E. Fort. 
Tell early plan of city: Streets radiating like spokes of a 
wheel from City Hall. Show how these streets aid in trans- 
portation by cutting ofiE distances. 



25 



II. Population — Show centers of different foreign peoples. 

III. Show industrial and residential sections. 

IV. Early history — Bring down to date, showing important facts 

about the city. 

V. Community is seeking necessities and comforts of life — 

health, protection of life and property, education, recrea- 
tion, communication, transportation, wealth. 
How obtained — through the government. 

VI. Government of Detroit — old and new charter: 

[legislative 
Three branches \ executive 
[judicial 

VII. Legilstive — councilmen /how elected 

\how formerly 
Teach wards — retained for assessments — election of con- 
stables; jurors and voting purposes, show parallel between 
rules of factories, schools, etc., and laws, as rules of the 
government. 

fterm 
[Mayor \veto power 

VIII. Executive ] To assist in carrying out work of city, there 

1 are a number of different departments — Mayor 
[has power to appoint commissioners of these. 
These departments are: 

• Board of PubUc Works 

Dept. of Parks and Blvds. 

Corporation Counsel 

City Comptroller 

City Clerk 

City Treasurer 

Police Dept. 

Fire Dept. 

Pubhc Health 

Board of Education- 

IX. Judicial f Police Court — powers 

\ Recorder's Court — powers 

The foreigner has already come into direct contact with the 
United States Government. He knows something about it even 
prior to his embarking upon his journey to it. He learns some 
about it as soon as he arrives at his destination. 

I. Advantages of American Citizenship. 

1 . To vote 

2. To hold office 

3. Provide protection of life, liberty and property at hom-:^ 

and abroad. 

[security of homes 

4. Promote happiness by I development of better economic 

I conditions 
[advance in education 

26 



[janitors 
5. Secure certain employment in civil service \ engineers 

[clerical, etc. 

G. Privilege of license. 

7. Bring out the fact that United States citizens have 
always had these privileges. Small republics of Europe are 
now hoping for them. 

Who are citizens of the United States? 
How to become a United States Citizen. 
First papers fcontent 

\method of procedure 
Second papers fcontent 

\method of procedure 
Status of wife and children. 
II. Our Government a Democratic Republic. 
Laws altered by power of ballot. 
Comparisons and contrasts with "ruling class" government. 

"The people are the government." 
Tri-partate system. Analagous to city government. 
Parties and Independent voting. (How to register and vote.) 

I. What the State is. 

Legislative 

Executive 

Judicial 

Various Boards and Commissioners. 



Its political structure^ 



(The county). 

II. What the State Does. 

[religion - 

Educational system -{marriage 

[contracts, etc. 

Makes most of the laws that guide us. 

How the county officials function here. 

The county — Compare with city government. 

Departments common to each. 

Departments differing to each. 

Townships — analagous to wards, etc. 

Signs in Common Use 

Exit 

This Way Out 

Danger 

Keep to the Right 

Entrance 

Look Out for Paint 

Fresh Paint 

Line Forms on This Side 

Pull 

Ticket Office 

Box Office 

Push 

27 



Not Responsible for Goods Left Over Thirty Days 

Danger — Crossing 

Do Not Cross the Tracks 

No Smoking or Carrying of Lighted Cigars 

Keep Out 

Passengers Are Forbidden to Stand on Platforms of Trains 

Hands Off 

Not Responsible for Hats or Coats 

Office Hours— 9 to 12 A. M.— 1 to 3 P. M. 

Street Closed 

Private 

Smoking Room 

Waiting Room 

Rooms to Rent 

Apartment to Rent 

Drive Safely 

Count Your Change 

Safety First 

Keep Away From the Gates 

Danger — Look Out for Cars 

Danger — Gasoline — No Smoking 

Please Close the Door 

No Admittance Except Employees 

This Way Out 

Drive Slowly 

This Stairway for Women's Use Only 

In 

Out 

Office 

Spitting on the Floor Prohibited 

Private Office 

All Wounds, No Matter How Slight, Must Be Treated at the 
Hospital As Soon As Received 

Danger — Do Not Enter This Room Except Wearing Goggles. 
To Do So May Blind You 

Danger — Remove Clothing If Saturated With Gasoline or Seri- 
ous Burns of the Skin May Result 

SOME OF THE COMMONER QUOTATIONS 

Haste makes waste. 

The only way to have a friend is to be one. 
Never spend your money before you have it. 
A good name is better than great riches. 
Speech is silver. Silence is golden.. 
i^ocl: Lc-crc }OU leap. 
A stitch in time saves nine. 
Do not cry over spilt milk. 
Birds of a feather flock together. 
Never find pleasure in another's misfortune. 
' Rome was not built in one day. 

One today is worth two tomorrows. 

28 



Health is better than wealth. 

Do to others as you would have others do to you. 
It is never too late to learn. 
Better late than never. 
A penny saved is a penny earned. 
A bank account is old age insurance. 

Save the pennies and the dollars will take care of themselves. 
Enough is better than too much. 
An empty barrel makes the loudest noise. 
Look up and not down. Look forward and not backward. 
Lend a helping- hand. 

Do not count your chickens before they are hatched. 
A place for everything and everything in its place. 
Never put off till tomorrow what you can do today. 
Deeds are greater than words. 
Well begun is half done. 
When the cat's away, the mice will play. 
You cannot eat your cake and have it, too. 
An ounce of prevention is worth a j^ound of cure. 
Many hands make light work. 
Kind words never die. 
Honor thy father and mother. 
Every little helps. 
Think twice before you speak. 
The early bird catches the worm. 
A soft answer turneth away wrath. 
All things come to him who waits. 
Lost time is never found again. 
All that glitters is not gold. 
He who cannot obey cannot command. 
God helps those who help themselves. 
Better alone than in bad company. 
Live for something. 

The United States is a Government of the People, by the People 
and for the People. 

Real freedom works hardship on none. 

If you wish a thing well done, do it yourself. 



29 



PART IV. 

SUGGESTIONS AS TO TESTS 

Nd special measurement tests have been developed in Detroit 
for adults but considerable satisfaction may be had in the use of 
existing tests for arithmetic, spelling, w^riting and reading. A few 
suggestions for tests for promotion follow : 

Test for Promotion from F-I — English : 

Ability to read at sight, reading material equivalent to that com- 
pleted in second grade, public school course and to give thought 
in context. Ability to write simple sentences and develop a simple 
oral theme. 

Material for evening elementary schools will not conform to 
literature used in day schools. By examining such selections as 
"Why the Sea is Salt," page 97, Reading Literature, Free and 
Treadwell, or "The Little Grey Pony," Easy Road, page 78, some 
comparison may be made as to difficulty in selections to be chosen 
as tests. 

Test for Promotion From F-II : 

Ability to read at sight and to give thought in context in theme 
in selections equivalent to those completed in fourth grade. Write 
dictated sentences, answers to questions, fill blanks with common- 
est pronouns and verb forms, write ordinary letters ordering goods, 
or of complaint, applications, etc. Ability to make themselves un- 
derstood in ordinary social and industrial conversations. 

Notes: See Spelling; Reading; Grammar; — Course of Study. 
Teacher read selections listed as a basis as to difficulty in selec- 
tions chosen for tests. 

Hans and the Four Great Giants. (Page 248, Elson Pri. Bk. 3.) 

The Cave of Gold. (Page 117, The Natural Method.) 

The Early Cave Men. (Book 2, page 71, The Natural Method.) 

Test for Promotion From F-III: 

Ability to read at sight, and give thought in selections rated upon 
the basis of that mastered at completion of sixth grade. Ability to 
write business letters, spell words ordinarily used in simple forms 
of business communications, to take part intelligently in discus- 
sions on subjects with which they are acquainted. 

Notes: See Spelling; Reading; Grammar; — Course of Study. 

Teacher read following selections as a basis for determining diffi- 
culty in selections chosen for testing pupils : 

The Emperor's New Clothes. (Aldine Fourth, page 80, page 223.) 

The Princess' Escape from the Goblins. 

Test for Promotion From F-IV : 
Requirements for entrance to local high school, 



30 




019 635 752 A 



